رفتارگرایی، مکتبی در روانشناسی است که اعتقاد دارد برایِ شناختِ یک موجودِ زنده، نیازی به بررسی حالتهایِ درونیِ او (مثلِ فکر کردن) نیست و تنها بررسیِ محرکهای خارجی و رفتارهایِ بیرونیِ آن موجود (همانندِ گریه کردن) کافی است. این مکتب، در نیمهیِ ابتداییِ قرنِ ۲۰م، یکی از تأثیرگذارترین قطبهایِ روانشناسیِ جهان بود و علاوه بر آن، بر فلسفهٔ ذهن، زبانشناسی و فلسفهٔ علمِ آن دوران نیز تأثیری بسیار عمیق و ژرف گذاشته بود.
رفتارگرایی، گرایشی در فلسفهاست که تمایل دارد همیشه، به جایِ آنکه فکرها و حالتهایِ ذهنیِ ما را بررسی کند، آن رفتارهایی را بررسی کند که به دنبالِ فکرهایِ ما میآیند. از دیدگاهِ این گرایش، نمیتوان بینِ دو فکرِ مختلف، تفاوتی قائل شد، مگر آنکه در رفتاری که به دنبالِ آن فکرها میآید، تفاوتی وجود داشته باشد. در تعریفِ دقیقتر، رفتارگرایان، سه ادعایِ زیر را دربارهٔ حالتهایِ ذهنی، پیشنهاد میکنند:
تمامِ رفتارهایِ ما را میتوان کاملاً توضیح داد و تشریح نمود، بدونِ آنکه به حالتهایِ ذهنی (تفکرها) و حالتهایِ درونیِ ما، هیچ اشارهای صورت بگیرد. به عبارتی، منشاءِ رفتارهایِ ما، بیرونی (محیط) است نه درونی (تفکرهایِ ما).
واژههایِ مربوط به حالتهایِ ذهنی، که در جملههایِ روانشناسی وجود دارد:
یا باید حذف شود.
یا با واژههایِ رفتاری جایگزین شود.
یا به مفهومهایِ رفتاری، ترجمه شود.
این سه گزاره، سه ادعایِ جداگانهاند که هر کدام، یکی از شاخههایِ رفتارگرایی را شکل میدهند. ادعایِ اول مربوط به رفتارگرایانِ روششناختی است. گزارهٔ دوم مربوط به رفتارگرایانِ روانشناختی است و گزارهٔ سوم دیدگاهِ رفتارگرایانِ منطقی (یا تحلیلی) را نشان میدهد.
از آنجایی که رفتارگرایی، نظریهای دربارهٔ حالتهایِ ذهنی است، برایِ شناختِ آن، نخست لازم است که تفاوتِ این حالتهایِ ذهنی، با حالتهایِ غیرذهنیِ دیگر مشخص شود. منظور از حالتهای ذهنی برداشتی از یک مفهوم یا رفتار در ذهن بوده که معیار فهم فرد از آن رفتار است.
حالتهایِ ذهنی، به دو دستهٔ مهم تقسیم میشوند: نخست، کیفیتهایِ ذهنی یا کوالیا و دوم گرایشهایِ گزارهای.
کوالیا، به آن حالتهایِ ذهنیای گفته میشود که روی دادنِ آنها، به ما حسِ خاصی میدهد یا به تعبیرِ نیگل، کوالیا، آن حالتهایِ ذهنیای است که بودنِ در آنها، یکجورِ خاصی است. به عنوانِ مثال، درد داشتن یک حالتِ ذهنی است که در این شاخه قرار میگیرد، چرا که درد داشتن، یکجورِ خاصی است. نکتهٔ مهم دربارهٔ این دسته از حالتهایِ ذهنی، آن است که انتقال دادنِ آنها به دیگران، کارِ دشوار (یا شاید غیرممکنی) است. فقط کسی که دارایِ این حالت است، میتواند درک کند که داشتنِ آن، چه جوری است. گرایشهای گزارهای، دستهٔ دیگری از حالتهایِ ذهنی است که دربارهٔ یک چیزِ دیگر است. به عنوانِ مثال، حالتِ ذهنیِ من، ممکن است این باشد که: «آرزو دارم که باران ببارد.» این حالت، یک گرایشِ گزارهای است چرا که قرار داشتن در این حالتِ ذهنی، دربارهٔ چیزِ دیگری، یعنی «باریدنِ باران» بحث میکند. ویژگیِ مهم این دسته از حالتهایِ ذهنی، آن است که انتقال دادنِ آنها به دیگران کاملاً امکانپذیر است.
تمامیِ حالتهایِ ذهنیِ ما، یا به یکی از این دو دسته، یا به ترکیبی از آنها، قابلِ کاهش هستند.
رفتارگراییِ روششناختی، دیدگاهی تجویزی است، که در اینباره حرف میزند که مطالعهٔ علمیِ روانشناسی چگونه باید صورت بگیرد. این شاخه، ادعا میکند که روانشناسی، تنها باید خود را با رفتارهایِ (بیرونیِ) ارگانیسم، درگیر کند. روانشناسی نباید به بررسی حالتهایِ ذهنی مشغول کند یا تلاش کند که برایِ توضیحِ رفتارها، به یک سیستمِ پردازشِ اطلاعاتِ درونی در فرد متوسل شود. رفتارگرایانِ روششناختی میگویند که ارجاع دادن به حالتهایِ ذهنی (مثلاً به تمایلها و باورهایِ درونی یک انسان)، هیچ چیزی به دانشی که ما میتوانیم دربارهیِ منبعهایِ رفتارهایِ انسان بدانیم، نمیافزاید. حالتهایِ ذهنی، کاملاً شخصی هستند و در نتیجه، نمیتوان آنها را مطالعهٔ علمیکرد چرا که در علم، ما با چیزهایی سر-و-کار داریم که برایِ همه قابل مشاهده و قابلِ آزمایش باشند.
رفتارگراییِ روانشناختی، برنامهای پژوهشی در روانشناسی است که هدفِ آن این است که رفتارهایِ انسانها و حیوانها را بر مبنایِ محرک، تقویت، تاریخچهٔ یادگیری و پاسخ، توصیف کند. به عنوانِ مثال آزمایشی را در نظر بگیرید که در آن، یک موش را برایِ مدتی گرسنه نگاه داشتهایم. اگر وقتی که چراغی در داخلِ قفس روشن میشود، موش در همان لحظه اهرمی را اتفاقی فشار دهد، به او غذا میدهیم. پس از چند بار تکرارِ این مرحلهها، موش اندک اندک، یاد میگیرد که هر گاه چراغ روشن شد، به سمتِ اهرم برود. در این آزمایش، روشن شدنِ چراغ محرک، فشار دادنِ اهرم پاسخِ موش و مرحلههایِ تکرار شدنِ آزمایش تاریخچهٔ یادگیری است. در این تفسیر، رفتارگرایان، معمولاً از فکر کردنِ موش صحبتی نمیکنند؛ همانطور که با افزایشِ دما، مایعِ درونِ دماسنج به سمتِ بالا حرکت میکند -بدونِ اینکه مایع، به بالا رفتن یا نرفتن، فکر کرده باشد. - و همانطور که ضربه زدنِ چکش به زانو، باعثِ حرکتِ ناخودآگاهِ پا میشود، موش نیز شرطی شده و بدونِ فکر کردن، به محرک، پاسخ میدهد.
رفتارگراییِ منطقی یا تحلیلی، نظریهای در فلسفهاست دربارهٔ معنایِ مفهومهایِ ذهنی. بر طبقِ این نظریه، هر حالتِ ذهنی، در اصل یک گرایشِ رفتاری است و برایِ مشخص کردنِ آن، باید ببینیم که فرد، با داشتنِ آن حالتِ ذهنی، چه رفتاری را خواهد داشت. به عبارتِ دقیقتر، زمانی که میگوییم فردی، به گزارهای باور دارد، به این معنا نیست که حالتِ درونی و ذهنیای وجود دارد که فرد در آن حالت قرار گرفتهاست، بلکه داریم مشخص میکنیم که او در ویژگیها و شرایط محیطی، تمایل دارد که چگونه عمل کند.
رفتارگراییِ منطقی در فلسفه توسطِ گیلبرت رایل و لودویگ ویتگنشتاین، آغاز شد. ریشههایِ این شاخه، به جنبشِ فلسفیِ پوزیتیویسمِ منطقی باز میگردد. پوزیتیویسمِ منطقی، جنبشی بود که ادعا میکرد، معنایِ یک گزاره به وسیلهٔ شرایطِ صدقِ آن گزاره تعیین میشود. مثلاً معنایِ گزارهٔ «آسمان آبی است.»، میتواند تمامِ آن موقعیتهایی در جهانِ خارج باشد که در آن موقعیتها، گزاره برقرار است و آسمان واقعاً آبی است. به این ترتیب، به کار بردنِ تزِ پوزیتیویسمِ منطقی، برایِ گزارههایِ روانشناختی، به این نتیجه منتهی میشود که هر گزاره دربارهٔ حالتهایِ ذهنی، برایِ آنکه معنا داشته باشد، باید شرایطِ صدقی داشته باشد و شرایطِ صدقی که به آن گزارهها معنا میدهد، رفتارهایی است که ما با داشتنِ آن حالتهایِ ذهنی، تمایل داریم که از خود نشان دهیم.
به این دلیل، فیلسوفانِ ذهن، به سمتِ رفتارگراییِ منطقی کشیده شدند که این نظریه، میتوانست از نظریهٔ دوگانهانگاریِ در جوهر جلوگیری کند. دوگانهانگاریِ در جوهر، برایِ اینکه توضیح دهد که حالتهایِ ذهنیِ ما چیستند و چگونه به وجود میآیند، به یک روحِ غیرفیزیکی متوسل میشود، روحی که محدودیتهایِ فضایی و زمانی ندارد و مسئولیتِ فکرهای ما را برعهده دارد. اما رفتارگراییِ منطقی، در توضیحِ حالتهایِ ذهنی، برایِ آنکه به این روح متوسل نشود، حالتهایِ ذهنیِ ما را به وسیلهٔ رفتارهایِ بیرونی توضیح میدهد. به این معنا که این حالتهایِ ذهنی، هیچ چیز نیستند جز تمایلِ فرد برایِ انجامِ رفتاری خاص -و این تمایل را میتوان به وسیلهٔ ترشحِ هورمونها، غریزه و... توضیح داد. -
رفتارگراییِ روانشناختی، را نخستینبار میتوان در کارهایِ ایوان پاولف و ادوارد لی ثرندایک مشاهده کرد. کاملترین و برجستهترین نمونهٔ تلاشهایِ این شاخه را میتوان در کارهایِ بیافاسکینر، روانشناسِ برجستهٔ آمریکایی ملاحظه نمود. ریشهٔ این شاخه از رفتارگرایی، در کارهایِ تجربهگرایانِ انگلیسی، به خصوص جان لاک و دیوید هیوم میتوان پیگرفت که اعتقاد داشتند انسان، به هنگامِ تولد، چون لوحی سفید است که همهٔ هوشِ او، محصولِ یادگیریِ محیط است. این ایده، ایدهٔ محوریِ و اصلیِ رفتارگراییِ روانشناختی است.
A systematic approach to understanding the behavior of humans and other animals
Behaviorism (or behaviourism) is a systematic approach to understanding the behavior of humans and other animals. It assumes that all behaviors are either reflexes produced by a response to certain stimuli in the environment, or a consequence of that individual's history, including especially reinforcement and punishment, together with the individual's current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, they focus primarily on environmental factors.
Behaviorism combines elements of philosophy, methodology, and psychological theory. It emerged in the late nineteenth century as a reaction to depth psychology and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally. The earliest derivatives of Behaviorism can be traced back to the late 19th century where Edward Thorndike pioneered the law of effect, a process that involved strengthening or weakening behavior through the use of reinforcement and punishment.
Skinner's radical behaviorism has been highly successful experimentally, revealing new phenomena with new methods, but Skinner's dismissal of theory limited its development. Theoretical behaviorism recognized that a historical system, an organism, has a state as well as sensitivity to stimuli and the ability to emit responses. Indeed, Skinner himself acknowledged the possibility of what he called "latent" responses in humans, even though he neglected to extend this idea to rats and pigeons. Latent responses constitute a repertoire, from which operant reinforcement can select.
There is no universally agreed-upon classification, but some titles given to the various branches of behaviorism include:
Methodological behaviorism: Watson's behaviorism states that only public events (behaviors of an individual) can be objectively observed, and that therefore private events (thoughts and feelings) should be ignored. It also became the basis for the early approach behavior modification in the 1970s and early 1980s.
Radical behaviorism: B. F. Skinner's behaviorism theorizes that processes within the organism should be acknowledged, particularly the presence of private events (such as thoughts and feelings), and suggests that environmental variables also control these internal events just as they control observable behaviors. Radical behaviorism forms the core philosophy behind behavior analysis. Willard Van Orman Quine used many of radical behaviorism's ideas in his study of knowledge and language.
Theoretical behaviorism: Proposed by J. E. R. Staddon, adds a concept of internal state to allow for the effects of context. According to theoretical behaviorism, a state is a set of equivalent histories, i.e., past histories in which members of the same stimulus class produce members of the same response class (i.e., B. F. Skinner's concept of the operant). Conditioned stimuli are thus seen to control neither stimulus nor response but state. Theoretical behaviorism is a logical extension of Skinner's class-based (generic) definition of the operant.
Psychological behaviorism: As proposed by Arthur W. Staats, unlike the previous behaviorisms of Skinner, Hull, and Tolman, was based upon a program of human research involving various types of human behavior. Psychological behaviorism introduces new principles of human learning. Humans learn not only by the animal learning principles but also by special human learning principles. Those principles involve humans' uniquely huge learning ability. Humans learn repertoires that enable them to learn other things. Human learning is thus cumulative. No other animal demonstrates that ability, making the human species unique.
B. F. Skinner proposed radical behaviorism as the conceptual underpinning of the experimental analysis of behavior. This view differs from other approaches to behavioral research in various ways but, most notably here, it contrasts with methodological behaviorism in accepting feelings, states of mind and introspection as behaviors subject to scientific investigation. Like methodological behaviorism it rejects the reflex as a model of all behavior, and it defends the science of behavior as complementary to but independent of physiology. Radical behaviorism overlaps considerably with other western philosophical positions such as American pragmatism.
Experimental and conceptual innovations
This essentially philosophical position gained strength from the success of Skinner's early experimental work with rats and pigeons, summarized in his books The Behavior of Organisms and Schedules of Reinforcement. Of particular importance was his concept of the operant response, of which the canonical example was the rat's lever-press. In contrast with the idea of a physiological or reflex response, an operant is a class of structurally distinct but functionally equivalent responses. For example, while a rat might press a lever with its left paw or its right paw or its tail, all of these responses operate on the world in the same way and have a common consequence. Operants are often thought of as species of responses, where the individuals differ but the class coheres in its function-shared consequences with operants and reproductive success with species. This is a clear distinction between Skinner's theory and S–R theory.
Skinner's empirical work expanded on earlier research on trial-and-error learning by researchers such as Thorndike and Guthrie with both conceptual reformulations—Thorndike's notion of a stimulus–response "association" or "connection" was abandoned; and methodological ones—the use of the "free operant", so called because the animal was now permitted to respond at its own rate rather than in a series of trials determined by the experimenter procedures. With this method, Skinner carried out substantial experimental work on the effects of different schedules and rates of reinforcement on the rates of operant responses made by rats and pigeons. He achieved remarkable success in training animals to perform unexpected responses, to emit large numbers of responses, and to demonstrate many empirical regularities at the purely behavioral level. This lent some credibility to his conceptual analysis. It is largely his conceptual analysis that made his work much more rigorous than his peers', a point which can be seen clearly in his seminal work Are Theories of Learning Necessary? in which he criticizes what he viewed to be theoretical weaknesses then common in the study of psychology. An important descendant of the experimental analysis of behavior is the Society for Quantitative Analysis of Behavior.
Relation to language
As Skinner turned from experimental work to concentrate on the philosophical underpinnings of a science of behavior, his attention turned to human language with his 1957 book Verbal Behavior and other language-related publications;Verbal Behavior laid out a vocabulary and theory for functional analysis of verbal behavior, and was strongly criticized in a review by Noam Chomsky.
Skinner did not respond in detail but claimed that Chomsky failed to understand his ideas, and the disagreements between the two and the theories involved have been further discussed.Innateness theory, which has been heavily critiqued, is opposed to behaviorist theory which claims that language is a set of habits that can be acquired by means of conditioning. According to some, the behaviorist account is a process which would be too slow to explain a phenomenon as complicated as language learning. What was important for a behaviorist's analysis of human behavior was not language acquisition so much as the interaction between language and overt behavior. In an essay republished in his 1969 book Contingencies of Reinforcement, Skinner took the view that humans could construct linguistic stimuli that would then acquire control over their behavior in the same way that external stimuli could. The possibility of such "instructional control" over behavior meant that contingencies of reinforcement would not always produce the same effects on human behavior as they reliably do in other animals. The focus of a radical behaviorist analysis of human behavior therefore shifted to an attempt to understand the interaction between instructional control and contingency control, and also to understand the behavioral processes that determine what instructions are constructed and what control they acquire over behavior. Recently, a new line of behavioral research on language was started under the name of relational frame theory.
Behaviourism focuses on one particular view of learning: a change in external behaviour achieved through using reinforcement and repetition (Rote learning) to shape behavior of learners. Skinner found that behaviors could be shaped when the use of reinforcement was implemented. Desired behavior is rewarded, while the undesired behavior is not rewarded. Incorporating behaviorism into the classroom allowed educators to assist their students in excelling both academically and personally. In the field of language learning, this type of teaching was called the audio-lingual method, characterised by the whole class using choral chanting of key phrases, dialogues and immediate correction.
Within the behaviourist view of learning, the "teacher" is the dominant person in the classroom and takes complete control, evaluation of learning comes from the teacher who decides what is right or wrong. The learner does not have any opportunity for evaluation or reflection within the learning process, they are simply told what is right or wrong.
The conceptualization of learning using this approach could be considered "superficial" as the focus is on external changes in behaviour i.e. not interested in the internal processes of learning leading to behaviour change and has no place for the emotions involved the process.
Operant conditioning was developed by B.F. Skinner in 1937 and deals with the modification of "voluntary behaviour" or operant behaviour,. Operant is a set of stimulus that produces meaningful consequences to an animal. It can further divided into Reinforcement (stimulus that increase the probability of performing behaviors) and punishment (stimulus that decrease the probability of performing behaviors). The core tools of operant conditioning, are either positive (delivered following a response), or negative (withdrawn following a response). The following descriptions explained the concepts of four common types of operant conditioning in details:
Positive reinforcement: Providing a stimulus that an individual desires to reinforce desired behaviors. For example, a child loves playing video games. His mother reinforced his tendency to provide a helping hands to other family members by providing more time for him to play video games.
Negative reinforcement: Removing a stimulus that an individual does not desire to reinforce desired behaviors. For example, a child hates being nagged to clean his room. His mother reinforces his room cleaning by removing the undesired stimulus of nagging after he has cleaned.
Positive punishment: Providing a stimulus that an individual does not desire to decrease undesired behaviors. For example, a child hates to do chores. His parents will try to reduce the undesired behavior of failing a test by applying the undesired stimuli of more chores around the house.
Negative punishment: Removing a stimulus that an individual desires in order to decrease undesired behaviors. For example, a child loves playing video games. His parents will try to reduce the undesired behavior of failing an exam by removing the desired stimulus of video games.
Classical experiment in operant conditioning, for example the Skinner Box, "puzzle box" or operant conditioning chamber to test the effects of operant conditioning principles on rats, cats and other species. From the study of Skinner box, he discovered that the rats learned very effectively if they were rewarded frequently with food. Skinner also found that he could shape the rats' behavior through the use of rewards, which could, in turn, be applied to human learning as well.
Skinner's model was based on the premise that reinforcement is used for the desired actions or responses while punishment was used to stop the undesired actions responses that are not. This theory proved that humans or animals will repeat any action that leads to a positive outcome, and avoiding any action that leads to a negative outcome. The experiment with the pigeons showed that a positive outcome leads to learned behavior since the pigeon learned to peck the disc in return for the reward of food.
Ratio and interval
In operant conditioning experimentation, research frequently presented reinforcement and punishment based on either time (interval) or number of responses (ratio). They can be fixed and variable by nature. The following descriptions are four common types of ratio and interval schedules:
Fixed ratio: Presenting a reinforcement or punishment after a certain number of responses are met. For example, after a child finished 3 homework assignments, the parents presented him a gift. In this case, a reinforcer is present only after 3 responses are made. Therefore, this is a FR3 schedule (the short form of Fixed ratio 3, the number after fixed ratio representing the number of responses made in order to pursue a reinforcement/punishment)
Fixed interval: After an individual/animal performed one targeted behavior (e.g. pressing a bar for food in rats), the reinforcement or punishment is presented after a fixed amount of time. For example, after the rats presses a bar, it will receive some food 60 seconds after the behavior of pressing the bar.
Variable ratio: Presenting reinforcement or punishment after several number of random responses are met. For example, after the first time a child finished 3 homework assignments, the parents presented him a gift. But for the following four times, the child receives a gift after he finished 1, 2, 3 and 1 homework assignments. In this case, the child received a gift after finishing an average of 2 homeworks. Therefore, this is a VR2 schedule (the short form of Variable Ratio 2, the number after variable ratio representing the average number of responses made in order to pursue a reinforcement/punishment).
Variable interval: Presenting reinforcement or punishment after random interval of time has pass through. For example, at the first five trials, if a child finished a homework assignment, the parents presented him a gift after 1, 2, 3, 4, and 5 minutes respectively. In this case, the gift is presented only if a child finished a homework and wait for a variable period of time. Therefore, this is a VI3 schedule (the short form of Variable Interval 3, the number after variable interval representing the average time after an individual performed the targeted behavior).
Although operant conditioning plays the largest role in discussions of behavioral mechanisms, classical conditioning (or Pavlovian conditioning or respondent conditioning) is also an important behavior-analytic process that need not refer to mental or other internal processes. Pavlov's experiments with dogs provide the most familiar example of the classical conditioning procedure. At the beginning, the dog was provided a meat (unconditioned stimulus, UCS, naturally elicit a response that is not controlled) to eat, resulting in increased salivation (unconditioned response, UCR, which means that a response is naturally caused by UCS). Afterwards, a bell ring was presented together with food to the dog. Although bell ring was a neutral stimulus (NS, meaning that the stimulus did not had any effect), dog would start salivate when only hearing a bell ring after a number of pairings. Eventually, the neutral stimulus (bell ring) became conditioned. Therefore, salvation was elicited as a conditioned response (the response same as the unconditioned response), pairing up with meat—the conditioned stimulus)  Although Pavlov proposed some tentative physiological processes that might be involved in classical conditioning, these have not been confirmed. The idea of classical conditioning helped behaviorist John Watson discover the key mechanism behind how humans acquire the behaviors that they do, which was to find a natural reflex that produces the response being considered.
Watson's "Behaviourist Manifesto" has three aspects that deserve special recognition: one is that psychology should be purely objective, with any interpretation of conscious experience being removed, thus leading to psychology as the "science of behaviour"; the second one is that the goals of psychology should be to predict and control behaviour (as opposed to describe and explain conscious mental states); the third one is that there is no notable distinction between human and non-human behaviour. Following Darwin's theory of evolution, this would simply mean that human behaviour is just a more complex version in respect to behaviour displayed by other species.
Behaviorism is a psychological movement that can be contrasted with philosophy of mind. The basic premise of radical behaviorism is that the study of behavior should be a natural science, such as chemistry or physics, without any reference to hypothetical inner states of organisms as causes for their behavior. Behaviorism takes a functional view of behavior. According to Edmund Fantino and colleagues: "Behavior analysis has much to offer the study of phenomena normally dominated by cognitive and social psychologists. We hope that successful application of behavioral theory and methodology will not only shed light on central problems in judgment and choice but will also generate greater appreciation of the behavioral approach."
Behaviorist sentiments are not uncommon within philosophy of language and analytic philosophy. It is sometimes argued that Ludwig Wittgenstein defended a logical behaviorist position (e.g., the beetle in a box argument). In logical positivism (as held, e.g., by Rudolf Carnap and Carl Hempel), the meaning of psychological statements are their verification conditions, which consist of performed overt behavior. W. V. O. Quine made use of a type of behaviorism, influenced by some of Skinner's ideas, in his own work on language. Quine's work in semantics differed substantially from the empiricist semantics of Carnap which he attempted to create an alternative to, couching his semantic theory in references to physical objects rather than sensations. Gilbert Ryle defended a distinct strain of philosophical behaviorism, sketched in his book The Concept of Mind. Ryle's central claim was that instances of dualism frequently represented "category mistakes", and hence that they were really misunderstandings of the use of ordinary language. Daniel Dennett likewise acknowledges himself to be a type of behaviorist, though he offers extensive criticism of radical behaviorism and refutes Skinner's rejection of the value of intentional idioms and the possibility of free will.
This is Dennett's main point in "Skinner Skinned." Dennett argues that there is a crucial difference between explaining and explaining away… If our explanation of apparently rational behavior turns out to be extremely simple, we may want to say that the behavior was not really rational after all. But if the explanation is very complex and intricate, we may want to say not that the behavior is not rational, but that we now have a better understanding of what rationality consists in. (Compare: if we find out how a computer program solves problems in linear algebra, we don't say it's not really solving them, we just say we know how it does it. On the other hand, in cases like Weizenbaum'sELIZA program, the explanation of how the computer carries on a conversation is so simple that the right thing to say seems to be that the machine isn't really carrying on a conversation, it's just a trick.)
— Curtis Brown, Philosophy of Mind, "Behaviorism: Skinner and Dennett"
Molecular versus molar behaviorism
Skinner's view of behavior is most often characterized as a "molecular" view of behavior; that is, behavior can be decomposed into atomistic parts or molecules. This view is inconsistent with Skinner's complete description of behavior as delineated in other works, including his 1981 article "Selection by Consequences". Skinner proposed that a complete account of behavior requires understanding of selection history at three levels: biology (the natural selection or phylogeny of the animal); behavior (the reinforcement history or ontogeny of the behavioral repertoire of the animal); and for some species, culture (the cultural practices of the social group to which the animal belongs). This whole organism then interacts with its environment. Molecular behaviorists use notions from melioration theory, negative power function discounting or additive versions of negative power function discounting.
Molar behaviorists, such as Howard Rachlin, Richard Herrnstein, and William Baum, argue that behavior cannot be understood by focusing on events in the moment. That is, they argue that behavior is best understood as the ultimate product of an organism's history and that molecular behaviorists are committing a fallacy by inventing fictitious proximal causes for behavior. Molar behaviorists argue that standard molecular constructs, such as "associative strength", are better replaced by molar variables such as rate of reinforcement. Thus, a molar behaviorist would describe "loving someone" as a pattern of loving behavior over time; there is no isolated, proximal cause of loving behavior, only a history of behaviors (of which the current behavior might be an example) that can be summarized as "love".
The early term behavior modification has been obsolete since the 1990s as it currently refers to the brief revival of methodological behaviorism in the 1970s and early 1980s.Applied behavior analysis—the term that replaced behavior modification—has emerged into a thriving field.
The independent development of behaviour analysis outside the US also continues to develop, In terms of motivation, there remains strong interest in the variety of human motivational behaviour factors, e.g.,. Some, may go as far as suggesting that the current rapid change in organisational behaviour could partly be attributed to some of these theories and the theories that are related to it.
The interests among behavior analysts today are wide-ranging, as a review of the 30 Special Interest Groups (SIGs) within ABAI indicates. Such interests include everything from developmental disabilities and autism, to cultural psychology, clinical psychology, verbal behavior, Organizational Behavior Management (OBM; behavior analytic I–O psychology). OBM has developed a particularly strong following within behavior analysis, as evidenced by the formation of the OBM Network and the influential Journal of Organizational Behavior Management (JOBM; recently rated the 3rd highest impact journal in applied psychology by ISI JOBM rating).
Applications of behavioral technology, also known as applied behavior analysis or ABA, have been particularly well established in the area of developmental disabilities since the 1960s. Treatment of individuals diagnosed with autism spectrum disorders has grown especially rapidly since the mid-1990s. This demand for services encouraged the formation of a professional credentialing program administered by the Behavior Analyst Certification Board, Inc. (BACB) and accredited by the National Commission for Certifying Agencies. As of early 2012, there are over 300 BACB approved course sequences offered by about 200 colleges and universities worldwide preparing students for this credential and approximately 11,000 BACB certificants, most working in the United States. The Association of Professional Behavior Analysts was formed in 2008 to meet the needs of these ABA professionals.
Some of the behavior analytic journals include the Journal of Applied Behavior Analysis (JABA), the Journal of the Experimental Analysis of Behavior (JEAB), the Journal of Organizational Behavior Management (JOBM), Behavior and Social Issues (BSI), the Journal of Contextual Behavioral Science (JCBS), as well as the Psychological Record.
Currently, the US has 14 ABAI accredited MA and PhD programs for comprehensive study in behavior analysis.
Behavior analysis and culture
Cultural analysis has always been at the philosophical core of radical behaviorism from the early days (as seen in Skinner's Walden Two, Science & Human Behavior, Beyond Freedom & Dignity, and About Behaviorism).
During the 1980s, behavior analysts, most notably Sigrid Glenn, had a productive interchange with cultural anthropologist Marvin Harris (the most notable proponent of "cultural materialism") regarding interdisciplinary work. Very recently, behavior analysts have produced a set of basic exploratory experiments in an effort toward this end. Behaviorism is also frequently used in game development, although this application is controversial.
Behavior informatics and behavior computing
With the fast growth of big behavioral data and applications, behavior analysis is ubiquitous. Understanding behavior from the informatics and computing perspective becomes increasingly critical for in-depth understanding of what, why and how behaviors are formed, interact, evolve, change and affect business and decision. Behavior informatics and behavior computing deeply explore behavior intelligence and behavior insights from the informatics and computing perspectives.
In the second half of the 20th century, behaviorism was largely eclipsed as a result of the cognitive revolution. This shift was due to methodological behaviorism being highly criticized for not examining mental processes, and this led to the development of the cognitive therapy movement.
In the mid-20th century, three main influences arose that would inspire and shape cognitive psychology as a formal school of thought:
Developments in computer science would lead to parallels being drawn between human thought and the computational functionality of computers, opening entirely new areas of psychological thought. Allen Newell and Herbert Simon spent years developing the concept of artificial intelligence (AI) and later worked with cognitive psychologists regarding the implications of AI. The effective result was more of a framework conceptualization of mental functions with their counterparts in computers (memory, storage, retrieval, etc.)
Formal recognition of the field involved the establishment of research institutions such as George Mandler's Center for Human Information Processing in 1964. Mandler described the origins of cognitive psychology in a 2002 article in the Journal of the History of the Behavioral Sciences
In the early years of cognitive psychology, behaviorist critics held that the empiricism it pursued was incompatible with the concept of internal mental states. Cognitive neuroscience, however, continues to gather evidence of direct correlations between physiological brain activity and putative mental states, endorsing the basis for cognitive psychology.
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